1. Week 5 Assignment Instructional Planning
In this assignment you will demonstrate your understanding of
the learning objectives: Evaluate various assessment data the
drives classroom instruction for the individual student and
Describe the factors to consider when planning appropriate
research-based instructional approaches for student with mild to
moderate disabilities. Additionally, completion of this
assignment represents an introduction to Course Learning
Outcome 3 and MASE Program Learning Outcomes 1, and 4.
In order to create dynamic lesson plans that engage all students
at their present levels of performance, instructional planning
must be driven by formal and informal assessment results.
Formal assessments include data collected through standard
scores that are collected by trained professionals such as the
school psychologist. This can include educational assessments
such as Henry’s assessment in Week 3.
Informal assessments, on the other hand, are typically content-
based and are administered by the teacher to measure a
student’s achievement on classroom instruction. For example,
can include a ‘thumbs up or thumbs down’, a morning warm-up
of information from the day before, or a brief quiz at the end of
a lesson. Teachers also assess students through informal
observations by walking around the classroom during group
activities and independent practice or during whole group
instruction.
Mr. Franklin and you spend quite a bit of time together planning
instruction to meet the needs of all your students. Because he is
considered the content expert while you are the content delivery
expert (access specialist), he looks to you for guidance on
creative and engaging lesson plans that are determined by
assessment data results and the student’s IEP written plan. The
lesson you are creating must meet the needs of your 28 students,
with seven who have been identified as having specialized
academic and/or behavioral needs.

2. Instructions
Choose three assessments from Informal Assessment
Strategies (Links to an external site.) to rationalize how each
one meets the needs of the students in your class.
Content Expectations
· Using support from your assignment reading, the Instructor
Guidance, and the discussions, your written paper will:
· Identify three informal assessments.
· Explain how the informal assessment you’ve chosen will
accurately evaluate the needs of all the students in your class.
· Examine how the assessment results will inform instructional
planning.
· Summarize at least one additional resource that provides more
information on one of the three assessments you’ve chosen.
Written Expectations
· Syntax and Mechanics: Exhibit meticulous use of grammar,
spelling, organization, and usage throughout your submission.
· Source Requirement: Reference at least two scholarly sources
in addition to the course textbook in order to provide
compelling evidence to support your ideas.
· Page Requirement: Your submission must be two to three
pages in length excluding a title and reference page.
· APA format: All in text citations, page format and references
must be written in APA 6th edition format.
Next Steps: Review and Submit the Assignment
Review your assignment with the Grading Rubric to ensure you
have achieved the distinguished levels of performance for each
criterion. Next, submit your document no later than Day 7.
Recommendation
The MASE program provides the opportunity for you to create
an online portfolio that can be used in your career development
and professional practice. Throughout the program you will
have various assessments that can be included in this e-portfolio
and these will be finalized in the last course of the MASE
program, Capstone course, ESE699. You may select this
assignment and subsequent coursework to include as artifacts.

3. Therefore, it is strongly encouraged you save your coursework
on a flash-drive (e.g., a USB removable drive) or store in a
cloud-based option such as Dropbox, GoogleDrive, or other
similar applications.
Success Tip: Start preparing now for the Week Six Final
Assignment!
The Week Six assignment involves creating a resource manual
for Mr. Franklin. Preparation for this assignment must begin
early to make certain you are thinking ahead and saving your
work. Review the full instructions for the Week Six assignment
for more information.
Instructor Guidance
Week Five
Present Level of Performance
Just like a strong foundation sets the groundwork for a well-
built home; the Present Level of Performance (PLP) is the
bedrock of the Individualized Education Program. According to
IDEA (Individuals with Disabilities in Education Act),
Each Child’s IEP must contain (1) A statement of the child’s
present levels of academic achievement and functional
performance, including (i) How the child’s disability affects the
child’s involvement and progress in the general education
curriculum (i.e., the same curriculum as for nondisabled
children); or (ii) For preschool children, as appropriate, how the
disability affects the child’s participation in appropriate
activities. (Building a Legacy, 2015)
What this means is that the present level of performance
includes a student’s areas of strength and need; what, if
anything impedes and/ or enhances learning; and how the
disability impacts learning within the general education
classroom. This information comes from the team of
professionals who collect formal and informal assessment data,
observational reports and other classroom artifacts (Present
Level, 2010). It is used to update previous IEP components such
as annual goals and objectives or to create an initial Education
Program. The following one and a half minute video, Present

4. Level of Performance Tips (Links to an external site.), provides
a basic introduction for how to write a student’s Present Level
of Performance.
In Practice
One of the most satisfying experiences for teachers is
witnessing the “ah ha!” moment—that moment when a student
understands a concept, finds a solution, or sparks a great idea.
The teachers who witness these moments are those who plan
instruction that is dynamic, engaging and stimulate higher-level
thinking (Explore Teaching, n.d.; Fried, 2013; Kelly, 2017;
Zdanowicz, 2012). This type of planning begins with reviewing
the present level of performance of those students who have an
IEP and examining the results of various assessment data, which
is then used to create classroom instruction.
As a new teacher, phrases such as “various assessment data”
and “drive instructional planning” may sound intimidating.
However, look at this in small, bite-sized pieces will hopefully
spark your “ah ha” moment (Using Assessments, 2013).
Figure 2: Assessment Examples, 2015
Week Five Discussion Guidance
Henry’s evaluation report explains that his strengths are in math
calculation and fluency, or accuracy. He also excelled in writing
samples and letter-word identification, which required him to
use visual and auditory information to complete each
assessment. Based on his education assessment, Henry struggled
with reading and vocabulary comprehension and writing
fluency, or accuracy skills. Using this information, for this
week’s discussion board post, you will visit the Goalbook
Toolkit: Browse Instructional Content (Links to an external
site.) and identify three goals that can assist Henry in improving
academically.

5. Week Five Assignment Guidance
Mr. Franklin and you spend your 90-minute planning period
creating instruction to meet the needs of all your students.
Because he is considered the content expert while you are
considered the content delivery expert (access specialist), he
looks to you for guidance on creative and engaging lesson plans
that are aligned to the assessment data results and also the
interests and strengths of the students. The lesson you create
must meet the needs of your 28-students, including the seven
identified as having specialized academic and behavioral needs.
You explain to Mr. Franklin that classroom assessments vary
but should also be individualized. For example, they can be a
quick ‘check in’ with a ‘thumbs up’ or ‘thumbs down’ to gauge
all the students at once; a running record using a checklist of
skills; a content-based game such as Jeopardy; or a brief written
evaluation of the daily objective. For this week’s assignment,
you will choose three informal assessments from Informal
Assessment Strategies: A-Z for the Math Classroom (Links to
an external site.)to share with Mr. Franklin, along with an
explanation of how they can be used to evaluate class-wide
skills. When choosing the assessment for Mr. Franklin, think
about how it will accurately evaluate every level of
understanding, its accessibility to all students, and how the
results will be used to drive instruction.
Make sure to use the Grading Rubric as a self-checklist before
submitting the final copy of your assignment to confirm you
have met or exceeded each required expectation. The highest
level of achievement on the rubric is distinguished, which is
only earned through exceeding posted expectations at the
proficiency level. Please remember you are in a masters-level
program. Therefore, your writing, research, and content are held
to graduate-level expectations.

6. References
Ed Gov. (n.d.). Preamble - Analysis of comments and
changes (Links to an external site.). Retrieved from
http://idea.ed.gov/explore/view/p/,root,regs,preamble2,.html
Explore teaching (Links to an external site.). (n.d.). Retrieved
from https://www.teach.org/explore-teaching
Fried, K. (2013, December 16). 21 Reasons to quit your job and
become a teacher (Links to an external site.). Retrieved from
http://www.huffingtonpost.com/katrina-fried/teacher-
job_b_4101468.html
Goalbook toolkit: Browse instructional content (Links to an
external site.). (2014). Retrieved from
https://goalbookapp.com/toolkit/browse
Kelly, M. (2017, February 21). Top reasons to become a
teacher (Links to an external site.). Retrieved
from https://www.thoughtco.com/top-reasons-to-become-a-
teacher-8343
Moersch, C. (2008). Informal assessment strategies: A-Z for the
math classroom (Links to an external site.) [Booklet]. Retrieved
from http://loticonnection.cachefly.net/iste_2010/Informal_Asse
ssment_Strategies.pdf
ParentHub. (2010, September). Present levels (Links to an
external site.). Retrieved from
http://www.parentcenterhub.org/repository/present-levels
Thompson, C. [Christina Thompson]. (2014, July 30). Present
level of performance tips (Links to an external site.) [Video
file]. Retrieved from https://youtu.be/_CeHFdOz6N4
Using assessment to drive instruction. (2013, September 19).
Retrieved from
http://www.slane.k12.or.us/files/common/4_2_Adjustments.pdf
Zdanowicz, C. (2012, September 15). Why they teach despite it
all (Links to an external site.). Retrieved from
http://www.cnn.com/2012/09/14/us/why-teachers-stay-ireport/

7. Required Resources
Text
Henley, M., Ramsey, R. S., & Algozzine, R. (2009).
Characteristics of and strategies for teaching students with mild
disabilities. Upper Saddle River, N.J: Pearson
· Chapter 6: The Inclusive Classroom
· Chapter 7: Learning and Teaching
Articles
Moersch, C. (2008). Informal assessment strategies: A-Z for the
math classroom [Booklet]. Retrieved from
https://www.yumpu.com/en/document/view/4088106/informal-
assessment-strategies-a-z-for-the-math-classroom
· This eight-page PDF lists “A- Z” informal assessment
strategies with the misleading title of “for the math classroom”
as each method is useful for every content area.
Accessibility Statement does not exist.
Privacy Policy
Pacer Center. (2014, October 14). A place to start:
Understanding the present level of academic achievement and
functional performance statement (Links to an external site.).
Retrieved from http://www.pacer.org/parent/php/PHP-c186.pdf
· For each student with a disability, creating a roadmap to
success begins with a present level of performance. The PACER
(Parent Advocacy Coalition for Educational Rights) Center
published a two-page handout on what information should and
should not be included when documenting present levels of
academic achievement and functional performance.
Accessibility Statement (Links to an external site.)Privacy
Policy
Supplemental Material
Goalbook Common Core & UDL toolkit: IEP goals in reading,
writing, math, behavior and autism (Links to an external site.).
(2014). Retrieved from https://goalbookapp.com/toolkit/browse
· The Goalbook Toolkit offers a repository for educators to
tailor student goals using instructional standards, objectives and
strategies.

8. Recommended Resource
Website
IDEA - Building The Legacy of IDEA 2004 (Links to an
external site.). (n.d.). Retrieved from http://idea.ed.gov/part-
c/search/new.html
· This website offers the federal definitions of IEP team
attendance.
SEC/461 v3
Title
SEC/461 v3
Page 2 of 4
Incident Action Plan
Complete the incident action plan for counterterrorism and
interagency cooperation as it pertains to the Calvert Cliffs
Nuclear Power Plant.
Incident Name:
Date/Time Initiated
<Enter information here>
<Enter information here>
Map/Sketch (show any applicable area to illustrate the incident
site/area)
<Enter map/sketch here>
Situation Summary and Health and Safety Briefing (include
necessary measures to protect responders from hazards)
<Enter information here>

9. Prepared by
Position/title
Signature
<Enter information here>
<Enter information here>
<Enter information here>
Incident Name
Date/Time Initiated
<Enter information here>
<Enter information here>
Current and Planned Objectives
<Enter information here>
Current and Planned Actions, Strategies, and Tactics
Time
Actions
<Enter information here>
<Enter information here>

10. Prepared by
Position/title
Signature
<Enter information here>
<Enter information here>
<Enter information here>
Summary

11. Describe in 1- to 2-pages the value and methods of
communication, immediate contacts, immediate security actions,
and responsibilities. Include the following:
· How your office will apply the Incident Action Plan Planning
Process
· What agencies your office will coordinate with to complete
the IAP
· What legal implications are involved and how these legal
issues impact the incident action plan?
Copyright 2019 by University of Phoenix. All rights reserved.
Copyright 2019 by University of Phoenix. All rights reserved.